Teaching children to read is very important as reading is a vital asset to a person’s life. Being able to read will ensure that a child is equipped later in life to do such things as;
Get a job
Read various types of instructions
Order food
Read the news
Read letters
Read emails
Read road signs
Read road maps
When teaching reading many teachers like to organize teaching opportunities under four roles of a reader which are code breaker, meaning maker, text user and text critic (Hill, 2006 p.172). CODE BREAKER Code breakers are able to decode print by using their knowledge of sound-letter relationships and high frequency sight words (Hill, 2006 p.173). For example, ‘the’ and ‘is’. When teaching students to read, a good activity based on code breaker is word building.For example: (Hill, 2006 p.187).
Put the word ‘mat’ on an overhead with magnetic letters.
Say, this is the word mat. Read the word to me. I can change one letter of the word to make a new word.
Change the letter ‘m’ to ‘r’ and have the children say the new word (rat).
Direct the children to build the word rat, one letter at a time, and then to say the word.
Continue by having the children change one letter at a time and then read the word.
MEANING MAKER Meaning makers search for meaning in the illustrations, sentence structure and print.They read to understand (Hill, 2006 p.175). When teaching students to read, a good activity based on meaning maker is to have the children reading a book and asking them questions about the text throughout the reading.This will determine the student’s comprehension of the text.That is, their understanding of the text they just read and what meaning they gained from it. There are three different types of comprehension questions which are:
Literal questions concern facts that can be found in the text. The answer is either right or wrong.
Interpretive questions ask the reader to read between the lines and their answer is not necessarily right or wrong.
Inferential questions ask the reader to go beyond the book and possibly link the text to ones own experiences or make a judgment.
TEXT USER Text users determine how they will read a book by identifying the form o genre of that book (Hill, 2006 p.175). When teaching students to read, a good activity based on text user is reading the class a text and asking the students questions such as:
What kind of book is this?
How is it organized?
Has it got chapters?
Has it got a glossary or an index?
How will we read this text? (Hill, 2006 p.188)
TEXT CRITIC Text critics evaluate the author’s purpose and their decisions about how the information is presented (Hill, 2006 p.176). When teaching students to read, a good activity based on text critic is getting students to explore catalogues and advertising leaflets to explore how words and pictures are used to create meanins and influence the reader (Hill, 2006 p.189).
Teaching children to read is very important as reading is a vital asset to a person’s life. Being able to read will ensure that a child is equipped later in life to do such things as;
When teaching reading many teachers like to organize teaching opportunities under four roles of a reader which are code breaker, meaning maker, text user and text critic (Hill, 2006 p.172).
CODE BREAKER
Code breakers are able to decode print by using their knowledge of sound-letter relationships and high frequency sight words (Hill, 2006 p.173). For example, ‘the’ and ‘is’.
When teaching students to read, a good activity based on code breaker is word building. For example: (Hill, 2006 p.187).
MEANING MAKER
Meaning makers search for meaning in the illustrations, sentence structure and print. They read to understand (Hill, 2006 p.175).
When teaching students to read, a good activity based on meaning maker is to have the children reading a book and asking them questions about the text throughout the reading. This will determine the student’s comprehension of the text. That is, their understanding of the text they just read and what meaning they gained from it. There are three different types of comprehension questions which are:
TEXT USER
Text users determine how they will read a book by identifying the form o genre of that book (Hill, 2006 p.175).
When teaching students to read, a good activity based on text user is reading the class a text and asking the students questions such as:
TEXT CRITIC
Text critics evaluate the author’s purpose and their decisions about how the information is presented (Hill, 2006 p.176).
When teaching students to read, a good activity based on text critic is getting students to explore catalogues and advertising leaflets to explore how words and pictures are used to create meanins and influence the reader (Hill, 2006 p.189).
By Ashleigh Smith 700180008